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Narrative Analysis Tool


The Narrative Report responses below can be further filtered by one or more states, as well as keywords.

For more information on Narrative Reports please see the technical assistance documents.

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    Narrative Selection Switch - (Click box below for list)
State As applicable, describe how the State has used funds for additional permissible activities
Alabama Leadership funds were used to support the Alabama Adult Education System for Accountability and Performance (AAESAP) which is the state’s data management system for adult education. AAESAP is owned by ACCS and operated through an annual contract with the Alabama Supercomputer Authority (ASA).  ASA programmers are assigned to the management, review, security and operation of AAESAP.  ASA programmers function as an extension of the adult education state staff to ensure that all aspects of federally and state required adult education services are recordable, trackable, and provide the usability to make data driven decisions at the state and local level.  Currently, efforts are underway in streamlining the data system by reducing the data entry through the development of Application Programming Interfaces (API), enhance data validity checks and increase visualization for data analytics.
Alaska The AAE Office used funds for additional permissible activities to focus on researching subject matter and curricula for the incorporation of Integrated Education and Training (IET) practices. In PY 2021 the AAE Office participated in national design camp training. This foundational training allowed the State AAE Director a better understanding of IET practices to integrate technical assistances and statewide training focusing on viable career pathways in Alaska.
American Samoa AELEL continue to collaborate with its WIOA core partners like the Workforce Training Division of the Department of Human Resources and the Office of Vocational and Rehabilitation in sharing cost of a one-stop center as required by law. AELEL will fund one employee to work as an administrative assistant at the center to assist in registering and processing individuals who need educational assistant that will lead to a high school diploma equivalency, post-secondary education/training, and/or a career pathway that would lead to a successful paying job. Our WIOA core partners are in continuous collaboration with USDOL and Guam. Professional developments are required for all adjunct faculty that teach for workplace and community literacy programs. Providing high quality professional development for the AELEL staff, will provide technical assistance to eligible providers in the development and dissemination of best practices in instructional delivery and program practices based on the most rigorous or scientifically valid research available and appropriate, in reading, writing, speaking, mathematics, English language acquisition programs, distance education, and staff training. Assistance in the role of eligible providers as a one-stop center and the use of technology for training and improvement is ongoing and updated. AELEL will continue monitoring and evaluating the quality of, and the improvement in, adult education and literacy activities such as support for literacy centers, development and implementation of instructional technology, developing curricula pertaining to adult learners, and developing models that integrate education and training and career pathways. SUCCESSFUL ACTIVITIES AELEL continues its partnership with the American Samoa Government with the Department of Education and the Department of Human Resources. Another partnership includes Teen Challenge American Samoa which is a community program dedicated to rehabilitation for individuals mainly with children and teens with substance abuse addictions and the many other risk factors involved. The purpose of this program is to reach people who have life-controlling problems and initiate the counseling process in regards to faith-based teachings to connect family, relationships, and the community. Teen Challenge endeavors to help people become mentally sound, emotionally balanced, socially adjusted, physical and spiritually alive. AELEL continues to partner with the Tafuna Correctional Facility Program. The TCF is under the jurisdiction of the American Samoa Department of Public Safety. The empowerment of workplace literacy and juvenile young adults are referred for basic educational services are some of the services that are provided by AELEL. This is part of our efforts in trying to engage the local government, which is the institution with the highest employment on island, to offer literacy program to assist their employees in improving their basic life skills and literacy in English and Mathematics. We were able to offer English as a Second Language course with a completion rate of 75% or better. The Adult Education Literacy and Extended Learning Division of the American Samoa Community College in partnership with a faith-based organization in offering basic literacy programs at the Tafuna Correctional Facility (TCF). In addition, we implemented an Adult Basic Math course at the site in June of 2021. We hope to continue offering courses at the facility with the approval by the newly appointed Public Safety Commissioner and the availability of space on site to hold these courses. AELEL currently employed 4 full time instructors to carry the full 20 courses offered under our schedule. These courses include 5 GED/HiSet preparatory, 5 Pre-GED/HiSet courses, 6 ESL courses, and 4 ABE Math courses. We also have adjunct faculties of 2 that are employed part time status to assist with programs offered at the TCF and the community. Quarterly training for local providers with a recent one-day virtual training provided by the State Office. The one-day training occurred in March 2022 with 100 % attendance of local providers. Additional training will be provided if the local provider identifies a specific area for training. The following information includes additional State Office improvement.
  • Content area (e.g. Data Foundation and Structure, Staff Development) and specific standard not met.
    • Data Foundation and Structure-
      • Establishment of State Data System
    • Data Collection and verification:
      • State Office Understaff
    • Data Analysis and Reporting
      • Timely offering of Technical Assistance to Local Programs
    • Staff Development:
      • NRS Training
  • Description of planned approach to implementing changes that will allow standards to be met.
    • Data Foundation and Structure-
      • State Office works closely with MIS to ensure access and security of Adult Education Data
    • Data Collection and verification
      • Currently, the administrative assistant is tasked with additional responsibilities as a data clerk. The State Office recommends hiring a full-time data clerk.
    • Data Analysis and Reporting
      • Designate staff at State Office to monitor local program issues on a daily basis
    • Staff Development
      • State Director and all local Program Directors must undergo the latest NRS training/professional development to ensure compliance with NRS standards, policies and guidelines
      • All State Staff must undergo the latest NRS professional development to be updated of standards, policies, and guidelines.
  • Anticipation to implement these plans
*Purchasing a separate or suitable data system for the State Office
  • Technical assistance you might need to implement these planned changes.
    • Upgrade computers for staff and faculty
    • Need upgraded equipment for lab and office.
Arkansas Local programs were trained on the restructured Workforce Alliance for Growth in the Economy (WAGE™) program, which includes basic skills, workforce preparation, and industry-recognized certificates to make it a statewide model for Integrated Education and Training (IET). Regional training across the state was provided on integrating career pathways into the curriculum. ADWS/AES continues to develop career pathways to allow students to earn certificates in the areas of focus identified in 2019-20, which include: Workforce Preparation, Hospitality and Tourism, Health Science, Business Management, Education and Training, and Manufacturing for later implementation to meet the needs identified by regional workforce development boards. ADWS/AES has continued to expand by now providing opportunities for students to earn industry-recognized certificates in any of the 16 career pathways clusters through the WAGE™ program. ADWS/AES, in conjunction with the AALRC, continued to provide distance education professional development, adding new workshops that emphasized individual performance, such as customer service training, self-care, and mental health and wellness. Various meeting forums throughout the year provided opportunities to share best practices, assess the needs of teachers and staff, and disseminate state statistics and information on new initiatives. ADWS/AES and the AALRC continue to ensure that trained career coaches are available to work directly with students and other personnel needed to guide students in successfully reaching their goals. Career coaches are required to complete specific training, one of which is a 120-hour course that qualifies them as Career Service Providers. Multiple offerings of this training are provided annually.
California The AEO at the CDE works closely with OTAN to ensure professional development is provided to all WIOA sub-grantees to use technology to implement distance learning.  Since the pandemic, distance learning has become a common delivery model offered through online, hybrid or hyflex programs.  OTAN regularly works with subgrantee agencies as they explore and implement various technology applications.  One such application is CANVAS, a learning management system (LMS).  Through our collaborative, many agencies are adopting CANVAS and moving away from Moodle. As CANVAS is the LMS used by the California Community Colleges, it is hoped that adult student familiarity and comfort with this platform will assist in student transition to credit courses.  The AEO at the CDE also works closely with CASAS in the development of additional COAAPS focused on training and career pathways to further support integrated education.  AEO program staff along with CASAS specialists hold monthly regional network meetings. These meetings include a focus on data and assisting programs to meet the State adjusted levels of performance. 
Colorado In 21-22 AEI team members reviewed data from Colorado’s Labor Market Information Gateway, the 2021-22 Talent Pipeline Report, Colorado’s Eligible Training Provider List and O*Net to identify in-demand industries by regions for the development of a statewide IET which was accessible to all grantees. AEI narrowed its research to three industries - healthcare, early childhood education, and commercial driving. AEI prioritized healthcare IET development based on statewide demand, grantee request, and learner interest. The Certified Nurse Aide IET curricula development began in 21-22 and continued into the 22-23 program year.
District of Columbia In FY22, OSSE AFE worked with its providers and partners to help strengthen the alignment between adult education, postsecondary education, and employers. OSSE AFE staff and sub-grantees participated in the adult education workgroup meeting, professional development workshops, and other meetings with the WIC, WIOA partner agencies and key stakeholders to identify potential partnerships that can assist the state and local program providers in offering high-quality Integrated Education and Training services to District residents.
Georgia One of the newest tools made available through support from TCSG is Blackboard Learn. GOAE implemented Blackboard starting in FY20 and has continued to support local programs as they learn the system, develop course content, and host virtual classes. In addition to multiple training sessions for new employees, GOAE also hosted other Blackboard training sessions:
  • It’s GO Time with Blackboard: GOAE held 12 sixty-minute sessions during FY22. This gave many local programs the chance to share their best practices for using Blackboard synchronously and asynchronously with students. This created new collaborations between programs. Presentation topics included software updates, online tools and resources, accessibility, tips & tricks, and managing classes and recordings.
  • Blackboard Sub-Administrator Training: GOAE held two sessions with Blackboard Sub-Administrators who are responsible for much of the behind-the-scenes maintenance that is required for maintaining user accounts, classes, and copying master content. Each program was also offered individual technical assistance sessions before new permissions were granted.
  • Blackboard Intermediate Training: GOAE held three sessions for teachers who were ready to learn the next level of Blackboard skills, like copying content, customizing courses, creating announcements, and building tests and quizzes.
  • Customized Training and Technical Assistance: Local programs also received individualized support based upon their current Blackboard needs. Multiple TA sessions covered how to use Blackboard Collaborate, plan a course, build content, and assist students with logins and course navigation.
In FY22, GOAE identified postsecondary transition as one of the State’s priority areas of focus. In order to better understand postsecondary transition rates for adult education students, GOAE partnered with Georgia State University Policy Labs to initiate a research study that would explore historical trends in postsecondary transition and outcomes for adult education students. GOAE also designed and implemented a College Interest Survey with existing students to gather information on the potential challenges impacting one’s decision to pursue postsecondary education. GOAE partnered with technical college marketing departments to develop a branded initiative, “Keep GOing,” to encourage adult education students to enroll in technical college. Through this initiative, GOAE developed a website landing page to house information and provided all programs with a resource toolkit that included flyer templates, email templates, and logos. Each program also received a list of recent HSE graduates who had not yet enrolled in technical college for individual outreach. The Career Plus HSE (CPH) program pilot continued to be a success during FY22. CPH provides an opportunity for students to combine high school credit), GED and/or HiSET passing scores (HSE exam scores can substitute for needed high school credits), and postsecondary credentials to earn their high school equivalency credential. The program enables students to go into their chosen career field with the needed critical technical skills, education skills, and credentials.  The target population are individuals that are 21+ that lack a high school diploma or equivalency.  Over the course of FY22, GOAE worked with local programs to build twenty-eight online high school courses that align to the Georgia K-12, 9th and 10th grade courses.  These online courses allowed students to complete any needed high school courses through their local adult education program as they worked to earn their CPH credential. Plans for FY23 include launching the new online classes, moving the program from pilot status, and adding additional programs across the state. GOAE continued to support local adult education providers with strengthening their Integrated Education and Training (IET) offering by conducting six webinars across the span of FY22. The webinars focused on policies, procedures, and best practices from across the state and nationally. All 30 local adult education providers had IETs during the program year. A total of 1,180 students were served in IET, with 931 industry recognized credentials.   Workplace Literacy was encouraged and supported by training local programs on the ways students could earn Measurable Skills Gain through the completion of pre-established and approved milestones. A guidance document was disseminated to all providers. Applicable adult education staff were required to complete an online course in Blackboard, “Measurable Skills Gain Updates”, and pass the end of course assessment.    In FY22, GOAE and TCSG’s Technical Education division, in collaboration with Georgia’s Department of Early Care and Learning (DECAL), were awarded the Aspen Institute’s Ascend 2Gen grant which focuses building family well-being by intentionally and simultaneously working with children and the adults in their lives together. The project focused on developing an understanding of the issues, challenges, and opportunities that impact educational attainment for single mothers and student parents in completing their high school equivalency and/or their post-secondary education. Grant efforts focused on identifying and removing barriers for student parents by increasing access to public benefits and creating strategies and policies that help resolve issues with access and wrap-around services.  Five adult education programs participated in the grant during the program year. GOAE plans to continue the work and expand to other adult education programs across the state in FY23.
Guam The development of the Integrated Education and Training curriculum began this program year.  The English and Culinary faculty planned, determined the contents, implemented and evaluated the program.  As mentioned earlier, the piloted IET program success rate was 10%.  SAO and the adult education program revisited the curriculum and the course guide to identify challenges and strategies for improvement.  The review uncovered the need for professional development in the IET, which the State promptly planned and executed, as stated earlier.
Hawaii No permissible activities are being reported.
Idaho Additional permissible activities implemented in Idaho during this annual reporting period included training and/or technical assistance for:
  • Best practices in teaching mathematics.
  • Digital literacy and digital resilience.
  • Essential components of reading and writing.
  • Distance learning best practices.
Continued promotion of workplace AE literacy activities and career pathway development through Next Steps Idaho and Launch Idaho.
Illinois The ICCB coordinated an Outreach Project that resulted in a 40.49% increase in participants between PY20 and PY21. The Outreach Project combined the development of a statewide digital awareness and recruitment campaign with ongoing professional development to support local programs in their outreach efforts. Additionally, a toolkit that provided resources for local providers was developed and disseminated. The toolkit can be found at Samples of the webinars and supporting professional development was archived on the Excellence in Adult Education website for easy access. Combined with the strong focus on effective outreach, the ICCB and the PDN launched a series of retention based professional  development which included retention focused virtual learning communities. Additional efforts included the following: Distance Education and Technology Distance learning and technology integration remained a focus area in student enrollment / onboarding, support services, and instruction. The ICCB continued the relationship with the Improving Education for Adult Learner (IDEAL) project sponsored through the Ed Tech Center at World Education to ensure evidence-based practices for distance learning were incorporated into the professional development trainings. The ICCB continued the mission of ensuring equitable access for distance learners through the statewide deployment of i-Pathways and Burlington English. Both platforms are standards aligned, ADA accessible, web-based curriculums. To further maintain integrity in distance learning options, the ICCB developed an approval process for all program-developed distance learning instruction which mirrored existing course approval processes.  Adult Education and Literacy Advisory Council The ICCB convened a year-long Adult Education Advisory Council consisting of WIOA state agency core and required partners as well as selected adult education providers representing community colleges, community-based organizations, public schools, and regional offices of education from each region of the state. The Advisory Council Committees were tasked with developing guidance and resources focusing on key areas of digital equity, service integration, and workplace literacy.
  • Digital Equity: The goal is to develop a framework for a digital equity plan, focusing on digital literacy and balancing support in an on-going virtual environment.
  • Workforce and Service Integration: The goal is to develop and share strategies for strengthening employer/workforce training partnerships. Examples could include a focus on strengthening employer/workforce training partnerships; apprenticeships/pre-apprenticeships; strong referral processes through the One-Stop.
  • Workplace Literacy: Develop model and effective practices ensuring understanding among practitioners for the new policy.
These focus areas connected the priorities identified from the WIOA state plan such as equity goals and service integration to move the system from policy to practice. The committee recommendations were then integrated into policy, technical assistance, and the professional development plans for PY22.
Indiana No funds used for additional permissible activities.
Iowa In addition to working closely with the core and required one-stop partners, Iowa’s AEL consultants forged partnerships with organizations whose missions are aimed at improving the outcomes of underserved populations, such as Iowa Literacy Council and United Way among others. The State has used funds for permissible activities including: 
  • Professional Growth - A web-based professional development platform was used to track that providers are participating in high quality professional development. The system captures, tracks, and reports in the areas of individual professional development plans; completed hours of training; and classroom observations. The observation component is used by local providers to identify professional development needs.
  • Virtual Conference - In February 2022 the Department held the Iowa Adult Education Virtual Conference. The two day virtual conference was an opportunity for AEL providers to learn innovative practices in adult education. Providers engaged in sessions about TSTM, integrated digital literacy, cultivating a workplace education program, and expanding the skilled trade pipeline. 
  • Iowa Adult Education and Literacy Conference – In July 2021 the Department held its annual AEL summer conference. The conference was delivered virtually for the second year in a row. Topics of note were leadership, career essentials for adult learners, innovative classroom strategies, TSTM, and IDEAL. The conference objectives were to strengthen leadership skills, build understanding of state initiatives, expand online instruction, and bring together the AEL community. All sessions were recorded and disseminated to programs for future use as needed.
Kansas N/A
Kentucky Additional Permissible Activities OAE sponsored a large group COABE membership for all staff in PY21. This large group membership allowed staff to benefit from national models and promising practices shared via the COABE website, email blasts, webinars, and electronic journals. Further, programs who earned performance funding based on previous year’s performance were eligible to use that funding to attend OAE-approved state and national conferences. Additionally, OAE utilized the professional learning community concept which consisted of 12 coaches who provided instructional support to all 27 local providers. Program Directors, Assistant Directors, and experienced Instructors working 500+ hours/year were guided by coaches as they used research-based protocols to analyze performance data and identify opportunities for instructional improvements. Coaches also disseminated instructional best practices across the local provider network. These, and other resources, are shared in periodic newsletters called, KYAE PL Updates.
Louisiana Leadership funds were used to support grants to local programs to scale innovative practices in distance learning and Integrated Education & Training (IET) programming and curriculum development. All materials developed are required to be shareable and replicable in other parts of the state in an effort to leverage the collective creativity and expertise of our instructional network. WRU will continue this model in the future as a means of promoting local program implementation of effective strategies, continuous improvement, integration, alignment, and capacity-building activities within our network and the larger workforce system.
Maryland During the first half of PY 21, adult education programs delivered online, distance, hybrid, and HyFlex course options to overcome the physical spacing requirements and prohibitions in place at many agencies.  As restrictions on in-person group gatherings and meetings relaxed, programs have adapted to embrace a variety of classroom modalities with lessons and activities tailored to connect with learners at their point of access.  In order to monitor our programs' strategic utilization of various distance education applications, we continue to require prior approval via Proxy Hour Request Forms.  The forms track audience, alignment to standards, reports available to monitor proxy hours, and proxy hour type, including clock time, student mastery, and teacher verification.  For PY 2021, results of these tracking tools indicate that on average across the state, there is a marked increase in the use of distance education platforms for ABE learners.  Also, there is an upward trend in the use of assignments and teacher verification models for distance instruction, which greatly lends itself to a more hands-on integration of technology in classroom instruction through extension activities based on the transference of digital literacy skills. Programs are finding success in retaining students through asynchronous classes, many of which can supplement instruction leading into a new managed enrollment period.  Also, learner persistence is augmented online, as trends indicate that learners increasingly favor remote access to programs for high school diploma options, such as GED® and the National External Diploma Program.
Michigan MAERS LEO-WD utilized State Leadership funds to improve and upgrade the Michigan Adult Education Reporting System (MAERS). The significant updates completed in PY 2021 were:
  • Addition of a Training Activities module to better collect and report data on the training component of an IET program.
  • Updated the Achievements module to collect and report the additional MSG options for participants in an IET program or workplace literacy.
  • Created distance learning filters for multiple performance and program management reports. Previously, the distance learning filter would only provide data for participants based on the NRS definition of a distance learner. Now the user can enter any percentage or range, which has been valuable to determine how differing percentages of distance learning instruction impacts participant performance.
Learn More, Earn More In the Spring of 2019, WD launched the Learn More, Earn More outreach campaign to raise general awareness of the adult education programs and services available and increase enrollment statewide. The initial phase resulted in the development of Learn More, Earn More posters and three fact sheets – a general adult education, an ESL, and a high school equivalency fact sheet. The posters and fact sheets are also available in Spanish and Arabic, the two primary languages spoken by immigrants and refugees in Michigan. The Office of Adult Education continues to work closely with the E&T Communications and Outreach team to promote Learn More, Earn More on social media, including Facebook and Twitter. ANI 2.0 A team from Michigan was chosen to participate in the Adult Numeracy Instruction (ANI) professional development materials field test with WestEd from November 2021- April 2022. Nine mathematics instructors participated in the six-month field test. The fundamental purpose of the field test was to examine the feasibility of having all adult educators use the new model successfully. Field test participants’ feedback and WestEd’s data efforts throughout were used to refine the ANI 2.0 training prior to broader national dissemination through the LINCS technical assistance and professional development system. Staff Training State Leadership funds were used to support professional learning experiences for Office of Adult Education staff.  In PY 2021, state staff attended national conferences including COABE, CASAS, and BruMan Spring Forum. Additionally, LEO-WD is a member of the National Association of State Directors of Adult Education (NASDAE) and attends the NASDAE Policy meetings.
Minnesota Volunteer Training and Support. The Minnesota Department of Education Adult Education Leadership Team continues to collaborate with and provide state leadership resources to Literacy Minnesota ( to provide literacy volunteer training and referral for Minnesota adult education programs. That collaboration and support yields a substantial capacity to deliver volunteer tutor training statewide. Literacy Minnesota also supports volunteer tutors through their “Tutor Tip” emails and a wide range of educator resources on their website. Most tutors work in settings where their work supports that of a licensed adult education teacher.  Literacy Minnesota provided support and training to adult education teachers, managers, and coordinators on the effective use of volunteers at the annual Volunteer Management Conference and other events throughout the year.  This year Literacy Minnesota expanded access to volunteer training by developing and offering training modules in a live webinar format and as recorded webinars with study guides.  Limited in-person training options will also be offered again in 2022–2023. Distance Learning and Digital Literacy: Building Adults’ Technology Skills. Leadership resources helped Literacy Minnesota ensure that technical assistance and training was available for programs so they can help adult education students access numerous distance learning options through their local adult education providers. Literacy Minnesota also conducted trainings with adult education staff and offered an online course to support the integration of digital literacy skill instruction and assessment of students using the Northstar Digital Literacy Standards and Assessments.  Serving Students with Disabilities. Leadership resources supported the delivery of professional development and technical assistance in the arena of serving adults with disabilities and maintenance of a disabilities support website: The disabilities service provider also provided training on using Universal Design for Learning principles and strategies to address the varied needs of adult learners.
Mississippi To meet the diverse needs of our students and part-time adult education programs, the Smart Start Pathway Course was created in the online format, Canvas, in spring 2019. To be able to allow students the flexibility of a hybrid or completely online atmosphere with the same high-quality learning experience, was a priority of the OAE. With the assistance of MCCB’s eLearning and Instructional Technology department as well as the OAE’s Smart Start state curriculum team, the ability to add, build, or modify digital content to enhance the student’s learning experience is quickly accomplished. In 2018, the OAE started an initiative called Skill Up Mississippi with the full purpose to transform the mindset of adult education. Adult education is no longer only about high school equivalency preparation. Our programs focus on broader, higher-level skills students need to transition into further education and/or training or the workforce. Along with high school equivalency preparation, programs also offer the Smart Start Pathway Course, English as a Second Language classes, and Mississippi’s Integrated Education and Basic Skills Training (MIBEST). To strengthen the message of how adult education programs are “skilling up” students, the OAE created the website, An array of information, such as community partners; an interactive map of all adult education programs; various program offerings; resources for employers; and student success stories are evidence of the OAE’s efforts to communicate adult education in Mississippi is helping individuals enhance their skills while strengthening the state’s workforce and economic development needs. During PY 21-22, pages were updated for English Language Learners, eDULT Online, and AE On Demand. AE On Demand has our podcast and video recordings of interviews with program directors, College and Career Navigators, and state staff. Fahrenheit Creative Group (FCG) provided services by developing an infographic for legislative distribution, push cards for ESL and updating the AE existing push card, and items for job fairs. They also maintained and updated the SkillUP Mississippi website. Summer conference items were designed and provided by this group. In January 2021, the Office of Adult Education in Mississippi was able to hire an Instructional Specialist whose primary role is to create – through research and forming partnerships – a robust Online HSE program. The program is titled, eDULT Online. The course was built in Canvas – a popular Learning Management System (LMS).  The first pilot launched in July 2021. The state’s College and Career Readiness Standard’s (CCRS) Team (team of 7 instructors and 2 state staff) helped the new Instructional Specialist at the Office of Adult Education begin development of the eDULT Online.  Content courses were developed at three levels: 100, 200, and 300.  Each subject, math, science, social studies, and reading language arts has its own unique course but follows a standard framework and outline over the course of seven weeks. One of the program’s key features is the eSkills Success Series Course and learner portfolio.  This course serves as an orientation to becoming an online student, and additionally provides various opportunities for students to build soft skills and aids in the development of community and continuity throughout the program.  Students will have the opportunity to interact with peers, coaches, and instructors in various synchronous and asynchronous formats while attaining their educational, personal, and professional goals through participation in eDULT.
Nebraska Nebraska continued to prioritize digital literacy and distance education to address the needs of a geographically large and sparsely populated state with an adult learner population challenged with transportation barriers as well as the isolation demands of the pandemic. Strengthening remote testing opportunities provided the opportunity to overcome these barriers. Programs were encouraged to establish innovative means of remotely onboarding and serving adult learners. Integrated Education and Training opportunities were expanded across the state with the support and guidance of the State Office. Establishing a Nebraska Adult Education training website and offering virtual professional development opportunities both synchronously and asynchronously encouraged maximum access for our staff spread statewide and with limited and diverse schedules. Utilizing Zoom for the majority of our professional development, technical assistance meetings, and partnering activities has also been invaluable in reaching all programs and partners. Nebraska Adult Education utilizes LiteracyPro’s LACES as our Management Information System. Offering this robust system to our local programs provided them with the necessary tools for data analysis and data-driven programmatic decision making. LACES has continually improved by developing new tools to analyze data at the student, class, overall program, and state level. Intensive training was provided to optimize efficient and effective data analysis which ultimately improved performance.
Nevada Leadership funds were used to continue IET training for one local program and training on leadership for all programs. Additional targeted TA was provided on distance learning and organizing and scaffolding materials. Funds were also used to provide training on program and staffing design.
New Jersey DOL OAL has and will continue to conduct monitoring activities that evaluate the quality of, and the improvement in, adult education and literacy activities, workforce preparation and workforce training. DOL OAL monitors local program performance on a bi-weekly, monthly, and annual basis and works with eligible providers to improve local program performance and student outcomes. Local program site visits, monthly desk reviews, monthly/quarterly programmatic and fiscal reporting, classroom observations, folder samples, self-assessments and end-of-the year monitoring reviews are employed to assess average attendance hours, measurable skills gains, credential attainment, students’ transition to secondary education, postsecondary education, training, advanced training and/or employment and other student performance, progress and outcomes. OAL provides professional development, technical assistance, and resources to adult education administrators, teachers and staff at all levels to ensure continuous improvement at the local program level. DOL OAL continues to prioritize the facilitation of partnerships between adult education providers, training providers, local postsecondary institutions, industry associations and employers in an effort to create pathways and bridge programs from adult education to higher education and/or employment in high-wage and high-demand industries for adult learners in New Jersey. The State Director reviews local plans and ensures the State Plan is in alignment with the NJ workforce system.
New Mexico Many of the items we briefly discuss in this section are also covered elsewhere in this report.
  1. For the last three program years, New Mexico has participated in a statewide Career Pathways Initiative (CPI), under the guidance of Jeff Fantine. PY 21/22 was the third and final year of CPI. In this year, Dr. Fantine created a number of Technical Assistance/Coaching (TAC) groups that led participants through almost a year skills-building, coaching, and tool development on five separate topics:  new programs/leadership, developing partnerships, contextualizing instruction, creating and delivering IET programs, and serving English language learners in career pathways. Dr. Fantine showcased the outcomes of these TAC groups at the spring Adult Education Conference through interactive poster sessions and through a half-day virtual symposium for NM practitioners in the summer of 2021 that explored a regional approach to delivering IET programs and employer-driven IET programs. CPI Year 3 led to significant innovation in our field.
  2. It should be noted that in PY 21/22, the New Mexico passed the Opportunity Scholarship, legislation carried by NMHED. The Opportunity Scholarship is currently the most progressive and comprehensive free college program in the country, and it benefits adult learners of any age, those who are pursuing certificates and two-year degrees, in either community colleges or 4-year institutions. In addition, in our work as a member of Jobs for the Future’s (JFF) Pathways to Prosperity Network, NMHED-AE initiated a cross-agency dialogue on the topic of pathways between adult education. This cross-agency work in PY 21/22 culminated in a day-long symposium that brought together decision-makers from five executive agencies in New Mexico, including several members of Cabinet leadership, to discuss a way forward in the development of career pathways in New Mexico and clear transitions from Adult Education. We plan to sustain this cross-agency work through participation in several state task forces, as well as through NMHED’s participation in Complete College America. We also identified barriers to post-secondary transitions for adult learners in our state, including the poor implements of Ability to Benefit, complicated and often intimidating testing and institutional barriers to enrollment, the requirements for developmental education courses – which can be expensive for students over time, and lack of supports and flexibility a for adult learners who do matriculate in post-secondary education.
  3. One of the major innovations in outreach to students and other organizations around the state was the creation of our Online Student Intake Portal, maintained by LiteracyPro. This portal allows potential students to provisionally apply to adult education programs from anywhere through a simple URL. Our workforce partners, our library partners, and other organizations can easily refer potential learners to adult education through the online portal. When they fill out the intake information, their information will be automatically ingested into LACES and learners will receive contact information for programs in their area, and the programs themselves will also receive the learners’ information. We anticipate that this portal will help us raise enrollment, reach more rural students, cut down on data entry time for overworked data techs, and strengthen connections between our local programs and community partners. The state office also created customizable flyers in Spanish and English with the intake portal reduced to an easy-to-use QR code.
North Carolina Digital Equity During the 2021-22 program year, the NCCCS Title II office continued its ongoing work to provide the opportunity for adult learners to increase their access to digital tools and skills. The office’s ongoing Digital Literacy Project entered its third phase with the introduction of the Digital Navigator Network (DNN). The DNN provided participating Title II programs with grant monies that allowed them to hire or appoint a digital navigator. The digital navigator would be available to provide adult learners with the three vital components of full participation in a digital society: access to affordable devices, access to affordable Broadband connectivity, and access to digital skills. Participant programs were also required to offer at least one of the two digital skills classes that had been developed for North Carolina’s Title II programs: Transition Digital Skills and Transition Digital Applications. Including these classes in the DNN program ensured that adult learners had a place to learn necessary skills for the 21st century workplace and classroom. Additionally, adult learners who took these courses had the opportunity to earn micro-credentials from Northstar Digital Literacy to demonstrate that they had truly gained the relevant knowledge and skills for each unit of the class.                   43 of North Carolina’s 69 Title II providers participated in the DNN project; these 43 providers served adult learners in 77 out of 100 counties across the state, 73 of these being underserved rural counties. Throughout the duration of the project, 1,132 adult learners were served in classes and in digital navigation case work. Aside from the quantitative effects of the project, positive outcomes included the creation of a document that identified national, state, and local-level resources for addressing digital needs and a statewide license for Northstar Digital Literacy that allowed all Title II programs in North Carolina to offer the digital skills classes and assess adult learners’ digital literacy.                     NCCCS’s Title II office is continuing its work to promote digital equity across the state. North Carolina became the first state whose governor established an Office of Digital Equity and Literacy, and the Title II office has begun working with that office as part of a team of stakeholders to plan for digital equity activities across the state. The Title II office looks forward to future opportunities, such as collaborating on the application for BEAD funding for North Carolina.
Northern Mariana Islands Funding was very limited so we were only able to focus on receiving training for the VOS and IET development.
Ohio Ohio continued to support one state literacy resource center located at Kent State University known as the PDN. For quality customer service, all PD related questions were handled through one main point of contact at KSU. KSU responded to technical assistance requests through a phone hotline, email, and instant messenger. The resource center houses a lending library where resources, such as sets of books, devices, manipulatives, reproducible materials, toolkits and curriculum, are mailed to teachers through the lending library.  Other high-cost items such as the TABE test in braille are kept on reserve. KSU contracts with content experts (at the local, state and national level) to provide training, technical assistance, curriculum development, and support to local programs and staff. 
Oklahoma In FY 2021-2022, ODCTE state staff met with curriculum companies to discuss data, determine program curriculum needs and develop budgets for curriculum companies. Also, during FY 2021-2022, OCTAE performed a virtual targeted monitoring of ODCTE adult education program. During this monitoring, state staff copied documents, attended monitoring meetings, prepared, and implemented a corrective action plan. ODCTE state staff met with local programs to review mid-year budgets. During each program’s meeting, the budget was examined, aligned, and modified as needed. Several programs took this opportunity to visit goals for the remainder of the fiscal year. Budget adjustments were made as needed.
Oregon Oregon uses an approach to ABS professional development administered through workshops, conferences, certification, special projects, and technical assistance. Content and format of services are updated to incorporate new research and promising practices in the field. In 2020, the State Leadership Coordinator began a new comprehensive planning process to develop a framework for professional development. Two temporary staff positions were also funded to assist with WIOA implementation, including professional development requirements. The state Team continued to facilitate development of workshops and training and manage logistics. The state Team also encouraged and funded attendance by state and local program staff at multiple national conferences, for example COABE, and other events such as state director meetings, and the National Association of State Directors of Adult Education (NASDAE) National Training Institute. State and local program staff also attended trainings related to the alignment of national and state learning standards, and National Reporting System (NRS) trainings in order to enhance continued data improvement efforts.  These activities build on previous leadership activities in carrying out the objectives of the state plan in support of continuous program improvement and professional development to enhance ABS in Oregon.
Puerto Rico The PRDE Adult Education Program will develop the following activities under section 223(a)(2) of WIOA: The DEPR- AEP has performed several permissible activities under section 223(a)(2), including technology instruction investments and curriculum development, achieving performance objectives, and transition to postsecondary education. The PRDE's-AEP has worked with other core programs and partner agencies to expand access to education, training, and employment opportunities for adults, people with disabilities, and individuals facing barriers to employment. The AEP program has provided resources and services through One-Stop Centers, including orientation for Adult Education program opportunities, career pathways, transition resources, referral processes, and other joint mechanisms developed through agency partnerships.  Also, has been working on updating the College and Career Readiness Standards (CCR Standards) implementation effort. Some of the detailed activities were:
  1. Implementation updates of the distance learning strategy for adult participants. An investment of approximately $10 million in technology equipment for adult education centers, including teachers, center directors, staff, and students, to boost distance education.
  2. Promotion referrals between the Adult Education Program and the American Job Centers One-stop programs.
  3. A ten-week intensive professional development workshop for the adult education program counselors, two hours weekly, on developing and implementing a career pathways plan for program participants at the local eligible providers’ level. The project was created with the participation of 50 counselors and an equivalent number of qualified providers of education centers. The AEP performed a final exit activity for recognition and delivery of training certificates of completion.
  4. Several short professional developments workshops to centers directors, teachers, and counselors focusing on specific issues: Techniques to access participants learning, Integration of employability skills in the learning process, and Teaching strategies for the adult student
  5. Continued implementing efforts to institutionalize working remotely using electronic tools to offer educational and support services to the participants. During the program year, the AEP continued training center directors and teachers to use the MS TEAMS platform to continue classes through distance education where necessary.
  6. The AEP continued investing in technology to provide laptops to participants to make accessible virtual platforms to them.   The Program switched efforts to implement CASAS paper and virtual testing for pre and post-test and training staff as virtual testing administrators CASAS tests as innovative solutions to eligibility determination and conducting assessments.
South Carolina The OAE used funds for permissible activities to enhance the quality of programming in the adult education system. The permissible activities that were supported with federal leadership funds included:
  • The SC Adult Education Technical Assistance Network (TAN). The TAN, in collaboration with the OAE, developed and provided training to adult education practitioners on various adult education-related practices and models that support program development and instruction. Professional development activities through the TAN focused on instructional strategies and resources, integrated education and training, and career pathways.
  • Graduate Level Courses. The OAE used federal leadership funds to develop and execute graduate level college courses, for adult education practitioners. The OAE plans to add additional course offerings mainly in the area of digital literacy to support state level active around a newly created SC Soft Skills Certificate.
  • Standards. The OAE continues to provide training on the use and implementation of the College and Career Ready standards, and SC Adult English Language Proficiency Standards, which also align with the state’s K-12 standards and the OCTAE standards.
  • Distance Education. The OAE has purchased distance education packages and a learning management system.  These software curriculum packages are supporting GED preparation and high school diploma completion. The OAE also purchased the Northstar software package to support digital literacy training for local adult education practitioners and students.
  • Transition Services. The OAE continued to provide career and transition service training to local College and Career Navigators.
  • The OAE staff continues to support local program development of IET programs that meet the requirements as set forth by WIOA legislation.
South Dakota National Association of State Directors of Adult Education (NASDAE) State Leadership grant monies paid South Dakota’s 2021-22 membership dues to NASDAE.  South Dakota’s AEFLA Program Specialist yet served as Secretary/Treasurer on NASDAE’s Board of Directors, as well as a member of NASDAE’s System Support Committee.                                                                                              Management Information System The Leadership funds supported the State’s Management Information System for WIOA Title II under the National Reporting System.  The monies covered the Hosting Fees, the Annual Maintenance Agreements for Local Providers, and the State’s Annual Maintenance Agreement.  The Leadership dollars also supported vendor-hosted webinar trainings.  Four plenary webinars were held during Program Year 2021.  These trainings addressed both general and specific aspects of data collection, entry, follow-up, reporting, analysis, and security.  Although attendance at the MIS trainings has been articulated for years in the subrecipient agreements as "required," the agency realized this mandate was neither really feasible nor enforceable.  Therefore, in Q4 of PY2018-19, the agency and its MIS vendor decided to begin delivering the web-based trainings via Voice over Internet Protocol.  Not only did this decision allow the program to save money [telephonically], but it also afforded us the ability to record and archive the web-based trainings so staff not in attendance could review the material when their schedule allowed. The program has since learned that even staff who were in attendance appreciate having the ability to revisit certain sections of the webinar with the follow-along visuals, rather than just a written transcript and screenshots.  Subsequently, beginning PY2019-20, the agency changed the language in the subrecipient agreement to read that if data specialists cannot attend a training, the recorded webinar must be promptly viewed thereafter. For PY2022-23, the agency will transition from quarterly [90-minute] trainings to monthly [60-minute] trainings.  And although this recalibration will result in an increased investment of Leadership funds, it will more importantly serve as a renewed, actionable commitment to Data Quality for South Dakota’s WIOA Title II Program.                                                                                                       Computer-based Supplements for Corrections Education AEFLA’s Leadership funds again supported a contract with Essential Education, the vendor for GED Academy™ and TABE Academy™.  These stand-alone, self-paced preparation programs for Adult Basic and GED® test-preparation were delivered offline specifically for our sites within the South Dakota Department of Corrections.  Additionally, DOC and DLR collaborated to bring web-based Digital Literacy curriculum’s license (i.e., Teknimedia) to DOC sites under WIOA Title I’s current contract.  Leaders in both agencies recognize the need for such skill-practice as part of Prisoner Reentry and Work Readiness.  Due to increased State General Funds for WIOA Title II’s local providers, the supplemental expenditure for offline Essential Education will become the South Dakota Department of Correction’s obligation in PY2022-23.
Tennessee The primary permissible activity we undertook with State leadership funds this year was the continued implementation and expansion of curriculum products and our learning management system for professional development and training. We also expanded our purchase and usage of WIN soft skills and Northstar digital literacy skills. TDLWD also used funds for expanding integrated education and training programs and workplace literacy programs. We promoted a staff member to be our director of workforce development and oversee the regional education and workforce coordinators, who in turn assisted local programs in their IET and workplace program expansion.   In addition, TDLWD used some funding to do more robust data analysis and visualization, including the development of dashboards to show our current level of services being offered across the state (including ABE, IELCE, and corrections education).
Texas TWC also initiated state procurement activities for several state leadership initiatives that were not executed by June 2022 but will appear in future reports. These projects have statewide significance and were designed to directly respond to goals and objectives outlined in AEL Strategic Plan 2021-2016. The initiatives are Family Math Literacy, Employer Engagement, Statewide Virtual High School Equivalency, Statewide Evaluation of AEL Services and Activities, and IET in Corrections. All of these projects were in development and procurement throughout PY22 and contracts were initiated on or after July 1, 2022, and as such will appear in next year’s narrative.
Virgin Islands The State did not utilize any funding in this section for this reporting period. However, the State has begun to integrate curriculum frameworks for Adult Education with the College and Career Readiness Standards with the VI Department of Educations' Curriculum department. The State have also begun to work with the VIDE's Planning, Research and Evaluation team to utilize the VIDE's PowerSchool MIS to develop a separate section specific to Adult Education as an engine for Subgrantees to have a standardized platform for program Management, future remote learning and shared repository of lessons across all programs.
Washington Section 223(a)(2)(B) Instructional Technology
SBCTC continues to support the use of instructional technology through the use of the Integrated Digital English Acceleration (I-DEA) program in Washington. The ELA/I-DEA program administrator offers training and technical assistance to programs offering I-DEA. To ensure that everyone has current and up-to-date information on I-DEA, BEdA maintains I-DEA pages on the SBCTC website. SBCTC has also incorporated the instructional technologies into HS+ modules, as well as newly developed IELCE modules to ensure that students in all programs of instruction are utilizing technology and developing the skills they will need to successfully transition to their college and career pathway. Training and assistance for the modules is provided by program administrators and policy associates. Finally, SBCTC continues to support the use of technology in Washington Corrections Institutions. Correction’s faculty members have access to on-campus Canvas support, and a website with information on how to use offline Canvas and the SMC tool that faculty use to deliver and create and convert curriculum for delivery has been updated with additional support resources. In addition, SBCTC continues to support the conversion of existing curriculum such as HS+ for use in the corrections Canvas environment.
Section 223(a)(2)(D) Integrated Education and Training (IET) and Career Pathways
Washington state continues to expand I-BEST in tandem with the statewide Guided Pathways initiative. In a nutshell, Guided Pathways “presents courses in the context of highly structured, educationally coherent program maps that align with students’ goals for careers and further education” (“What We Know About Guided Pathways”; Colleges organize program offerings under different “meta majors” or areas of study connected to high demand, living wage jobs and further educational opportunities.
Part of this initiative is the expansion of the “Academic I-BEST” model. This I-BEST model contextualizes “gateway” courses in English and Math and other core content areas to both the College and Career Readiness Standards and pathway content so that students can start their degree pathways earlier and with more support. The Academic I-BEST model offers flexibility for pathway degree programs alongside the traditional I-BEST model. We continue to support team teaching I-BEST faculty through quarterly trainings. These trainings have been adapted from an all-day face-to-face training to a multi-week facilitated Canvas course. This allows for more participation and deeper learning and application compared to face-to-face training. We plan to continue running the course even as face-to-face and travel opportunities resume. We consider financial planning for students a core, integrated component of IET and pathway development. This includes building a robust statewide support system for our case management-style navigator group of professionals and the development of a funding guide that is used system-wide to identify the variety of grants and programs available to adult education students seeking a college program of study that leads to high demand living-wage work. The centerpiece strategy for financial planning is Ability to Benefit and our state-approved process that allows students who co-enroll in I-BEST and HS+ to demonstrate eligibility (Ability to Benefit) from the first quarter of study, without having to take an additional test or earn six college credits first. Rules for our state grant program mirror the rules for ATB, including the state option.
Section 223(a)(2)(F) Transitioning to postsecondary
High School+ (HS+), a competency-based high school completion program and part of our college and career guided pathways initiative which allows students to obtain a high school diploma and then transition into postsecondary education. This program has also expanded to act as a dual credit program for students without a high school diploma enrolled in college-level pathways. Co-enrollment in I-BEST and HS+ allows students to access Ability to Benefit through Washington’s approved third options.
Section 223(a)(2)(G) Literacy and English Language links to employers
Integrated Digital English Acquisition (I-DEA) includes four modules on Personal Inventory, Career Exploration, Work Readiness, and Job Search and Interviewing that focus specifically on employment and employability skills. In addition, SBCTC is in the process of completing IELCE module development to help students build the skills need to successfully transition into their college and career pathways. The IELCE curriculum includes three career focused modules: Professional Technical Writing, Preparing for Work, and Workplace Rights.
Section 223(a)(2)(H) Workplace adult education
SBCTC promotes the I-BEST @ Work model, an IET model that can meet IELCE standards and provides the opportunity to further WIOA Title II initiatives. This model includes a company trainer, adult basic education instructor, and a navigator to provide wraparound support. The program is designed to quickly teach workers literacy, technology, work, and college-readiness skills so they can move into postsecondary education or living wage jobs faster. The pandemic posed a challenge for this model in that it was primarily based in on-site learning in industries hit hardest by the pandemic:  retail, hospitality, food service, and tourism.
Section 223(a)(2)(I) CCRS
SBCTC Basic Education for Adults (BEdA) continued to integrate CCRS into all relevant professional development continuing a focus on culturally responsive instruction and assessment through problem and project-based learning with the CCRS as the foundation of that instruction and assessment. Rigorous monitoring ensured that all funded programs fully implemented the CCRS in instruction curriculum and assessment.
Wisconsin During the 2021-22 program year, in addition to the activities listed throughout this section, state leadership funds were used in alignment with additional permissible activities under section 223(a)(2). These included:
  • Biweekly drop-ins open to AEFLA-funded providers to enhance the effective use of Wisconsin AEFLA data resources including the NRS Tables, the AEFLA Reporting and Performance Accountability Monthly Report, and the Wisconsin AEFLA Scorecards.
  • Webinars exploring the Wisconsin AEFLA Program Review process, the Wisconsin AEFLA Risk Assessment process, and state monitoring procedures.
  • Participation in Enhancing Access for Refugee and New Americans webinar series. IELCE grantees participated in a watch party and engaged in a post-webinar discussion.
  • Creation of a community of practice for community-based organizations who receive AEFLA funding.
  • Roundtable Discussion on Open Educational Resources (and Affordable Educational Resources) in Use in Wisconsin ELL Programs
  • The design and implementation of a state-wide learning community for ESL faculty.
  • Provide professional development and “share outs” on the latest Learning Management System practices, to expand distance learning and testing opportunities for Justice Involved Populations. This includes professional development to support the use of instructional technology in prisons and jails.
Wyoming Additional permissible activities described in section 223(a)(2) and implemented in Wyoming during grant year 2021/22 included training and/or technical assistance for:
  • The continued promotion of workplace AE and literacy activities promoted through Next Generation Sector partnership academies/meetings or through direct contact with local employers.
  • Integrated Education and Training models, Align & Redesign, Essential Components of Reading/Writing/HSEC, Digital Literacy, and strategies to assist students